Hands On Learning Australia ANNUAL REPORT 2013-2014 CONTENTS 5 Welcome 6 A message from the Chair 7 A message from the Executive Team 8 Reflections from our Founder 10 What is Hands On Learning 11 Our purpose 13 Generation lost 14 Impact: the kids we help 15 Impact: skills for the future 16 Pioneering new evaluation 18 Leading researchers showcase Hands On Learning 20 You heard it from the kids 22 Significant growth 24 Potent partnerships forge new clusters 26 Going global 28 Lending a hand across the State 30 The power of HOL 32 The heart and soul of Hands On Learning 34 Fun fabulous events 36 Where we are 38 Regional highlights 40 Thank you to our key supporters 42 Our Board 44 Financial statements 58 Contacts 2 3 WELCOME Saran, Year 9, Kurnai College, Churchill campus Saran from Kurnai College in Gippsland has had a terrific year in Hands On Learning (HOL) and welcomed the opportunity to introduce our Annual Report and share her journey. Welcome to the Hands On Learning Australia Annual Report. Before HOL I tended to be late to school and my attendance was very poor and I used to leave school early too. Now I am in the HOL program, I’m on time and stay the whole day. I connect with other students, who I couldn’t before, through teamwork and doing jobs around the school. I learn much better with my hands than my head, I learn better when I’m doing, not just sitting behind a desk. I hope you enjoy hearing about other students’ experiences in the HOL program - it really does make a difference. Saran 4 5 A MESSAGE FROM THE CHAIR Too many kids are left behind. We all know that our school system is failing to keep kids engaged – more than 10,000 drop out every year in Victoria alone. We all know kids for whom the classroom is not the best venue to showcase their skills. Not every young person learns in the same way. I know because my experience of school was not always positive and it is one of the reasons I am so passionate about what Hands On Learning does to give more students the opportunity to stay connected, to discover their talents, and experience success. And we certainly did that this year. Hands On Learning is a proven program that keeps kids engaged with school. More than 1,000 students in 42 schools participated in HOL during this financial year, representing a remarkable 70 percent growth in schools and students. This growth was possible through strong professional governance, a commitment to evidence, the breadth of our philanthropic and community support, and – above all – our wonderful people. These features were evident in the various Board working groups A MESSAGE FROM THE that drove strategic decision-making in partnership with Richard, Cam and Lisa, and the effort so many people made to secure robust data collection across all HOL schools. These efforts matter – they enable us to show, for example, that 82 percent of EXECUTIVE TEAM HOL students feel included, compared to 42 percent of non-HOL students, and that 72 percent actually enjoy school, compared to The 2013-14 financial year was a great one for Hands On During 2013-14 we continued to be extremely well 47 percent of non-HOL students. Learning Australia (HOLA). We continued to mature as an supported by a range of philanthropic organisations and These achievements are significant, but we know we have only organisation with excellent governance structures and individuals, with many of our funding partners committing scratched the surface. The kids we work with represent a fraction an active board of directors drawn from experts in all of to multi-year partnerships. This greatly assisted with our of those who could benefit from HOL. There is more to do, and the important areas of our operation: political; academic; recruiting and negotiating with prospective HOL schools, we will continue to put our compelling case to the Victorian and philanthropic; financial; schooling; the community sector; enabling us to offer guaranteed support across several Australian Governments. and, the Hands On Learning (HOL) method itself. Our new years. Schools value our long-term commitment to support shared leadership model has been very successful, and them, and we in turn are very grateful to our committed But we won’t be waiting for governments to catch on. The real we would like to thank the six passionate and committed philanthropic partners. driver of Hands On Learning’s success is our strong and growing independent directors who have worked closely with us community. Our philanthropic and community backers are a key to put stability, collaborative teamwork, and transparent We also engaged productively with the Victorian part of this – their support not only recognises our determination governance at the centre of everything HOLA does. Government and Opposition during 2013-14, with both to make a difference; it also reminds us that there are so many Education and Shadow Education Ministers visiting HOL good people out there that are on our side. Throughout the year HOLA continued to provide the principals to see and discuss the effectiveness of HOL at training, project management, and ongoing support that their schools. We bolstered this contact by securing greater On behalf of the Hands On Learning Board, a huge thank you ensured schools maximised the impact HOL had on their media coverage highlighting the impact of HOL, and the way goes to the wonderful HOL artisan-teachers who build quality students. We also attracted seed funding from our generous in which it is being driven by a combination of community relationships with these vulnerable young people. Meeting many supporters to bring the total number of schools operating demand and philanthropic backing. While uncertainties of these teachers, and seeing their commitment in action, is a HOL to 42, including Government and Catholic schools remain about the outcome of the 2014 election and humbling experience. You are stars! across Victoria, and one in Western Australia. There was Commonwealth government education policy, we will Words cannot quite capture the respect the Board has for also international attention this year, with a contingent of continue to prosecute our case vigorously with both the the Hands On Learning management team of Rich, Cam educators from the United Arab Emirates (UAE) coming to State and Commonwealth Governments to make it possible and Lisa. They are not only professionally competent, but see HOL first hand with a view to establishing HOL at several for every student who needs HOL to have access to HOL. UAE schools in 2014. personally committed – this comes through so clearly in their And by no means least, it is important to recognise the professionalism, hard work and respect for others. Great credit Our robust data collection practices and involvement in an commitment and dedication of the small group of HOLA also goes to our wonderful Implementation, Training and Support Australian Research Council project with the University of employees and the talented HOL artisans-teachers they team as our achievements this year simply would not have been Melbourne helped us to demonstrate the ways in which work with. It is their tireless efforts that directly makes the possible without their skill and dedication. Inspiring. HOL continues to foster self-esteem, promote engagement, difference to thousands of young people’s lives, and it is they I thank you for your interest and support, and hope you enjoy and help low performing disadvantaged students develop who make it so gratifying to be involved in such a positive learning more about the inroads we have made this year ensuring the social-emotional skills they need to improve learning and incredibly proactive organisation. outcomes, succeed at school, and lead productive lives. fewer of our young people are lost not only to school, but to society. Richard O’Donovan, Cameron Wiseman and Lisa Vagg Rod Glover 6 7 REFLECTIONS FROM OUR FOUNDER THE UNIVERSALITY OF HANDS ON LEARNING This years growth has been phenomenal and it is immensely satisfying to see Hands On Learning (HOL) adopted by an increasing range of schools from tiny remote colleges to big metropolitan schools. But no matter which school, no matter where the kids are from, it’s a universal message – “this is real, it’s fun, I feel like I belong and I am part of something, I feel I have something to offer, I feel connected.” Feeling that you can make a contribution that makes a difference is incredibly powerful and not a feeling experienced very often at school by the vulnerable students we work with in HOL. For them it’s often the reverse. School is a more frequently a stressful negative experience. They are often isolated in the traditional classroom environment and the message they take away is, “I am not valuable.” In Hands On it is different. Students can readily see what they have achieved, something significant, something they have done as an important member of a team. They get the opportunity to work collaboratively and learn communication skills, problem solving and empathy all within a secure environment with trusted mentors. HOL takes on major projects that have purpose and meaning, and enable kids to see their relevance within their school environment, and their wider community. HOL provides opportunities to work cooperatively with your friends rather than competing with them. The focus is on what we achieve when everyone’s input is valued, when we collaborate and when the job has a real purpose. It’s the power of motivation and reward that comes from within.